SL Post #2 : Prompt # 2:

The classroom I am assigned to is composed primarily of black or African American, Hispanic or Latino, and Asian children.  There are no white children in this classroom.  Demographics on Infoworks for this school indicate that 70% of the students surveyed were of Hispanic or Latino ethnicity.  Race demographics showed 14% white, 5% Asian, 20% black or African American, 40% other.   Data states that 85% of the children at this school qualify for the subsidized lunch program.  As mentioned in my first blog, (1) there is one girl in the classroom who does not speak any English at all, and, (2) the teacher indicated that many of the parents do not speak English, making it very difficult for her to communicate with them about their children.  Cultural capital refers to non-financial assets, such as education, intellect, worldly experience, which can propel people forward to attain a higher social/cultural status.   These parents do not possess the American cultural capital necessary to pass along knowledge needed to promote educational or social success to their children.  The language barrier makes it virtually impossible for these parents to assist their children at home with homework and school projects. The level of poverty in which they live does not afford them to opportunity to learn or know how to guide their children to a better life than the one they are now living.  These children bring a variety of customs, culture, and traditions into the classroom.  I am unsure if any of these cultural differences are discussed in class to expose children to different customs or traditions, with the teacher being able to contribute information about American culture and customs.   This could be an area of concentration in social studies, allowing the children to learn about American culture, gaining some of the tools necessary to succeed as an American, while still being able to retain their own heritage.  With great hope, these children can bring knowledge home to their own parents.